Enjoys pictures and stories about themselves, their families and other people.
Observe whether the child: enjoys pictures and stories about themselves, their families and other people.
What it looks like
Three ways this behaviour shows up as a child grows. Each level includes everyday moments to watch for.
Emerging
Just starting
The child attends to pictures and short stories for brief moments, especially when highly familiar people appear. The child may point or vocalise but needs frequent adult support to stay engaged.
What you might see
Closes the book or walks away within a few seconds when shown family photos or a story about people.
Does not point to or react when their own photo is shown (no smile, reach, or label).
Shows no interest in naming or looking at faces; focuses only on non-person objects briefly.
Looks at a page with a familiar person and smiles or vocalises, then quickly turns away.
Points once to a familiar face after an adult says the name, but does not repeat without prompting.
Sits for a short story only when an adult uses lots of animation and frequent prompts.
Expected
On track
The child enjoys shared book/photo moments about themselves and familiar people, pointing to faces, objects, or actions and attempting names. With prompts, the child makes simple links to real life (e.g., 'Daddy' in a photo).
What you might see
Points to themselves or a family member in a photo and attempts a label (even approximate).
Looks back and forth between the adult and the picture when asked 'Where is ...?'
Brings a book/photo to an adult and sits nearby for part of the story, showing enjoyment (smiles, cuddles).
Exceeding
Going further
The child independently seeks out pictures/stories about themselves and others, stays engaged longer, and comments with simple phrases. The child recognises familiar people across different pictures and can answer simple 'who/what' prompts.
What you might see
Requests a familiar people/story book (brings it, gestures, or uses a word) and stays engaged for multiple pages.
Comments on an action in the picture (e.g., points and says 'sleep' or 'eat') and links it to self/family.
Recognises the same person across different images (different clothes or locations) and labels consistently.
Uses a short phrase to connect story content to their own experience (e.g., 'Me bath' when seeing bath scene).
Pretends a story action after reading (e.g., tucks in a toy after a bedtime picture).
Shows interest in unfamiliar people in stories by pointing and seeking information (e.g., looks to adult and says 'who?').
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
At story time, choose a book with family/people pictures and notice whether your child points to faces and tries to name them.
During a calm moment (after bath or before bed), look at a few photos and ask: 'Where are you?' 'Where is ...?'
At mealtime, tell a very short story about something your child did earlier ('You helped stir') and see whether they listen and react.
In play, place a small photo album nearby and observe whether your child returns to it independently and brings it to you.
On outings, take a quick photo together and later show it, noticing whether your child recognises themselves and talks about what happened.
Connected behaviours
Behaviours that scaffold, follow, or co-emerge with this one.
The framework source and supporting developmental research.
Framework source
Development Matters in the Early Years Foundation Stage (EYFS) (DfE, 2012).
The construct reflects framework-native expectations for how toddlers engage with people-focused images and narratives.
Developmental research
Bruner, J. (1983). Child's Talk: Learning to Use Language.
Shared book and conversation routines support language and meaning-making about familiar people and experiences.
Five-level rubric (detailed)ShowHide
The full progression underlying the three levels above. Used by the platform’s reasoning agent when planning activities and observations.
Not Yet
The child shows little interest in looking at pictures or listening to short stories about people. Attention is brief and the child rarely points, labels, or reacts to familiar people in images.
Closes the book or walks away within a few seconds when shown family photos or a story about people.
Does not point to or react when their own photo is shown (no smile, reach, or label).
Shows no interest in naming or looking at faces; focuses only on non-person objects briefly.
Emerging
The child attends to pictures and short stories for brief moments, especially when highly familiar people appear. The child may point or vocalise but needs frequent adult support to stay engaged.
Looks at a page with a familiar person and smiles or vocalises, then quickly turns away.
Points once to a familiar face after an adult says the name, but does not repeat without prompting.
Sits for a short story only when an adult uses lots of animation and frequent prompts.
Developing
The child enjoys shared book/photo moments about themselves and familiar people, pointing to faces, objects, or actions and attempting names. With prompts, the child makes simple links to real life (e.g., 'Daddy' in a photo).
Points to themselves or a family member in a photo and attempts a label (even approximate).
Looks back and forth between the adult and the picture when asked 'Where is ...?'
Brings a book/photo to an adult and sits nearby for part of the story, showing enjoyment (smiles, cuddles).
Secure
The child independently seeks out pictures/stories about themselves and others, stays engaged longer, and comments with simple phrases. The child recognises familiar people across different pictures and can answer simple 'who/what' prompts.
Requests a familiar people/story book (brings it, gestures, or uses a word) and stays engaged for multiple pages.
Comments on an action in the picture (e.g., points and says 'sleep' or 'eat') and links it to self/family.
Recognises the same person across different images (different clothes or locations) and labels consistently.
Reflexive
The child begins to retell or act out simple story elements and connects them to personal experiences (e.g., 'Me park'). The child shows curiosity about other people in stories and asks/gestures questions, extending engagement.
Uses a short phrase to connect story content to their own experience (e.g., 'Me bath' when seeing bath scene).
Pretends a story action after reading (e.g., tucks in a toy after a bedtime picture).
Shows interest in unfamiliar people in stories by pointing and seeking information (e.g., looks to adult and says 'who?').
